Early conversations, stronger futures: Norway’s study on detecting mental health challenges in kindergarten

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It is well documented that children with undiagnosed conditions often experience negative effects on both their mental health and academic performance, which can lead to further declines in overall well-being. Mental health challenges in preschool children, in particular, frequently go unnoticed. Researchers warn that when such problems are not identified early, children may miss out on crucial support that could significantly improve their development.

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Because kindergarten teachers spend extensive time with children and develop close familiarity with them, kindergartens are seen as a unique setting for early detection and prevention.

A new research project in Norway is exploring whether more in-depth parent–teacher conversations can help identify mental health concerns in young children earlier and more effectively.

The randomised controlled study, carried out by Norwegian researchers together with the Gillberg Neuropsychiatry Centre at the University of Gothenburg in Sweden, is known as PRO-DIALOG. It is testing a method called Dialogue-Based Early Detection (DBED). This approach goes beyond the traditional brief parent–teacher meeting by creating a structured dialogue focused on a child’s behaviour, emotions, and development. The goal is to strengthen collaboration between parents and teachers, helping to spot potential difficulties before they become more serious.

Study design

The trial will involve 20 kindergartens across Norway and over 200 already recruited participants. Ten will use the new DBED method, while the other ten will continue with regular parent–teacher conferences and serve as a control group.

More than 200 children and their families are expected to take part. Over a five-year period, researchers will track several outcomes:

• Children’s mental health, using a standard tool called the Strengths and Difficulties Questionnaire
• Parental stress levels, to determine whether DBED reduces strain on families
• Access to support, measuring how quickly families receive help once concerns are identified.

“Early detection can make a profound difference in a child’s life. By creating space for meaningful conversations between parents and teachers, we hope to identify concerns before they escalate—and ensure children receive the support they need as early as possible,” says Professor Maj-Britt Posserud researcher with the PRO-DIALOG project and specialist and professor in child and adolescent psychiatry. She also highlights that one key advantage of this method, compared with traditional screening, is its ability to reassure parents who may be unnecessarily worried about their child’s development and well-being. “We believe this will also have an important positive impact on children’s health and development, since calm and confident parents are a crucial foundation for children’s well-being.”

The study will also explore parents’ and teachers’ experiences with DBED and how it compares to existing screening tools.

On the horizon

If DBED proves effective, it could be adopted widely as a simple but powerful way for kindergartens to play an even greater role in supporting children’s well-being. Researchers hope the project will provide valuable insights into how schools and families can collaborate to promote mental health from the very start of a child’s education. This added reassurance could benefit many parents at a population level, making DBED a tool with potential ripple effects well beyond the kindergarten.

Link to the article Bjelland, I., Wergeland, G.J., Gillberg, C. et al. PRO-DIALOG—the effect of a novel dialogue-based parent-teacher conference on mental health in kindergarten children: a cluster randomized controlled trial. Trials 26, 299 (2025). https://doi.org/10.1186/s13063-025-08980-x

Text written by Anna Spyrou, Communications Officer